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Q9 & Q10. York MRL Team March 26, 2014. Jill Johnson, ESU 6 @ mrsjillj [email protected] project updates/questions. Question 9: What will I do to communicate high expectations for all students?. True or False Quiz.

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q9 q10

Q9 & Q10

York MRL Team

March 26, 2014

Jill Johnson, ESU 6

@mrsjillj

[email protected]

slide6

“Don’t tell me you believe all kids can learn. Tell me what you’re doing about the kids who aren’t learning.”

--Rick Dufour

slide8
Individuals with a fixed mindset believe that their intelligence is simply an inborn trait—they have a certain amount, and that is that.
individuals with a growth mindset believe that they can develop their intelligence over time
Individuals with a growth mindset believe that they can develop their intelligence over time.
growth fixed teachers
Growth/Fixed Teachers
  • Growth mindset teachers love to learn. They want to learn about their students, about themselves, about life.
  • Fixed mindset teachers think of themselves as finished products. Their roleis to impart knowledge.
what to do
What to do...
  • Every word and action from adult to student sends a message.
  • How do you praise? Refrain from praising intelligence or talent. Rather, focus on the process they used: strategies, effort, or choices.
  • Watch and listen to yourself when a student or player messes up.
  • Set goals with your students and acknowledge their efforts to reach their goals.
  • Remember to keep standards high, yet give your student strategies to reach the high standards. Give feedback with direction.
  • Help ensure lower achieving students obtain the beliefs and strategies to achieve.
slide13

Most-Effective Teachers

J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

consciously and systematically
Consciously and Systematically
  • Engage in the following behaviors with ALL students—especially ‘low-expectancy’ students:
    • Make eye contact frequently
    • Smile at appropriate times
    • Make appropriate contact (hand on shoulder)
    • Maintain proximity (interest)
    • Engage in playful dialogue

(pages 169-170 ASOT)

slide15

Research demonstrates that students with a

growth mindset

academically outperform their

fixed mindset

peers.

1

CRG by Lisa Damour, Ph.D.

fixed or growth
Fixed or growth?

Who am I?

Michael Jordan

I’ve missed over 9,000 shots in my career.

I’ve lost almost 300 games.

26 times I’ve been trusted to take the game-winning shot. . .and missed.

I’ve failed over and over and over again in my life.

That is why I succeed.

GROWTH

fixed or growth1
Fixed or growth?

Who I am?

Mark McGwire

I broke baseball’s homerun record in 1998.

I finally admitted that I used steroids.

Fixed

fixed or growth2
Fixed or growth?

Who I am?

Thomas Edison

Genius is 1% inspiration. . .

and 99% perspiration.

As a result, genius is often a talented person. . .

who has simply done all of his homework.

Growth

fixed or growth3
Fixed or growth?

Who I am?

The Little Engine That Could

I think I can. . .

I think I can. . .

I KNOW I can. . .

I KNOW I can. . .

Growth

slide21

Research demonstrates that students with a growth mindset academically outperform their

fixed mindset

peers.

1

CRG by Lisa Damour, Ph.D.

high expectations article
High Expectations Article
  • Read the Educational Leadership article from ASCD titled “High Expectations for All.”
  • Each table family member silently identifies the most significant idea addressed inthe article.
  • When the group is ready, member A shares their findings with the group.
  • Each group member writes an appropriate word or short phrase response on the response board, and they share beginning with member B.
  • Rotate around the group in this manner until everyone has had the opportunity to share.
in the classroom the art and science of teaching
“In the Classroom” The Art and Science of Teaching
  • Identify your expectation levels for students.
  • Identify differential treatment of low expectancy students.
  • Revise your thinking about low expectancy students.
  • Push high expectations for low expectancy students.
consciously and systematically1
Consciously and Systematically
  • Engage in the following behaviors with ALL students—especially “low-expectancy” students:
    • Make eye contact frequently
    • Smile at appropriate times
    • Make appropriate contact (hand on shoulder)
    • Maintain proximity (interest)
    • Engage in playful dialogue
consciously and systematically2
Consciously and Systematically
  • When low-expectancy students do not answer a question correctly or completely, stay with them
    • Demonstrate gratitude for students’ responses
    • Do not allow negative comments from other students
    • Point out what is correct and incorrect about students’ responses
    • Restate the question
    • Provide ways to temporarily let the student off the hook.
dr lorraine monroe harlem new york city
Dr. lorraine MonroeHarlem, New York City

What do you hear about expectations?

https://www.youtube.com/watch?v=UC77oMoaWZE&list=PLEIhWA-jaZp6Ooth3e9BXOqx5ODtBdYGG

so can all students learn
So….Can all students learn?

If so…

Question 9:

What will I do to communicate high expectations for all students?

slide31
CHALLENGES:

1. Complete blog post #5 by April 15, 2014:

Reflect on at least one of the following:

What do you NEED to do to BETTER communicate high expectations to ALL students?

What do you NEED to do to develop MORE effective lessons organized into cohesive units?

2. Complete missing blog posts (5 total)

3. Respond to a teammate’s blog post.

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